Connected Futures Academies

Connected Futures Academies

Executive Summary

Connected Futures Academies (CFA) is a three year multiple career pathways alternative options high school for students’ ages 16-21. CFA will implement a rigorous common core aligned curriculum and blended learning approach that will effectively incorporate the use of technology All activities will be integrated into the frame work of CFA’s focus on maintaining a positive school culture, strong and thorough character development program, a unique family engagement program and comprehensive transition from high school to postsecondary education/vocational careers pathways. Preparation and focus will build CFA students’ tenacity, confidence and leadership skills that come alongside rigorous academic preparation to ensure student achievement. The culture of CFA will stress a personalized approach to education, with targeted and data-driven instruction that builds competencies in core subjects, as well as the 21st century skills that young people need to move forward and thrive in the world beyond secondary school.

The CFA approach is specifically crafted around research based restorative practices specifically targeting low achieving, at-risk and former drop out students acknowledging it takes a “collective and concerted effort” to turnaround low performing and returning dropout students. The Academy team that is assigned to students at their point of entry will be their support/management team from point of entry until graduation. Students will leave CFA confident and well prepared to transition into postsecondary education/vocation-career employment.

Over the course of five years CFA will expand to five campuses with a total number of 165 students enrolled at each campus. CFA will begin with two campuses enrolling 165 at each start up campus. The academic goals that we have set is that our students will graduate prepared to meet the challenges of postsecondary education and pursue vocational/career pathways.

•75% of CFA Graduates will be prepared to enter City Colleges without need of remediation

•80% of CFA Graduates will have earned 20 or more college credits by completion of their high school diploma

•65% of CFA Graduates will have earned an industry recognized training certificate by completion of their high school diploma

CFA based its location selection process on multiple factors and determined that a need for new options for educating off-track and out of school youth in high need areas and communities: Community proximity to a City College of Chicago campus and with a concentration of need of low-medium skill employees and in need of development support. Example: CFA students will be trained right in the center of the Health Industry in Chicago, with potential access to needed sites for job shadowing and mentoring opportunities.

The CFA leadership team is multitalented and with leadership that have over twenty plus years of experience in the field of education, youth development and working in low income communities. The Managing Director is an accomplished nonprofit executive with over 25 years experience and has held executive management positions in 2 charter schools where he developed structures and programs to support the development of students.

Having been part of establishing new schools in the past, the CFA team is fully prepared for the

challenging and important task of successfully opening a new school, and in CFA’s case, two

campuses in the first year. Success will be driven by team engagement of students, parents and community support.

Connected Futures Academies

Table of Contents

Contents

1Section 1: Parent and Community Need

2Section 2: Academic Capacity

3Section 3: Operational Capacity

4Section 4: Economic Soundness

1Section 1: Parent and Community Need

This section should provide an overview of the community(ies) in which the proposed school seeks to locate. The proposal should clearly articulate the need for the proposed school(s) in the identified community(ies). The section should describe parent and community engagement conducted to help develop the proposal, provide demonstrated evidence of parent and community support and partnerships, and outline the engagement plan moving forward.

1.1. Parent and Community Engagement/Need in Targeted Community

a. Parent and Community Engagement (Preparation of Proposal): (i) Describe and provide

evidence of how your Design Team notified community stakeholders and parents/guardians of the development of the proposal to open a new school. List the types, dates, locations, and number of outreach activities in the proposal narrative or in a Parent and Community Engagement and Support

attachment. (Please see pp. 1-2 of the Answer Manual for examples of possible forms of evidence of notification). (ii) Explain the role of parents/guardians and community members in providing input into the proposed school, the form and nature of the feedback, and the process for incorporating the feedback into the proposal. In the proposal narrative or in a Parent and Community Engagement and Support attachment, list the specific suggestions or input received, and explain whether or not the feedback was incorporated into the design of the proposal. If incorporated, please cite how.

In a Parent and Community Engagement and Support attachment, include:

o(i) Evidence of notifying parents/guardians and community stakeholders of the proposal

o(ii) Examples of written or other communications that specify how parents/guardians

and community stakeholders can provide comments on the proposal/proposed school

o(ii) A detailed record (e.g. in a table or spreadsheet) of the specific feedback that the

Design Team received, which cites whether and how the feedback was incorporated

into the proposal

Connected Futures Academies recognizes the importance of having community support for it programs. As a new potential alternative multi-site charter, CFA will work closely with CPS to address community needs and concerns. Additionally CFA has elicited the support of leaders from the faith based community. Bishop Dukes from the Englewood Community and Pastor Thurston from the Greater Grand Crossing Community all will lend their support to develop programs and share facilities for the purpose of educating of re-engaging a population of youth that we are on the verge of losing. Additionally Emmanuel Pratt Executive Director of the Sweetwater Foundation and Professor of Urban Planning are supporting our efforts to re-engage youth in context of work and education. Sharod Gordon, Vice Chancellor for Community Affairs and Recruitment believes the efforts of CFA can ensure that more students will come to CCC prepared and knowledgeable about the career training and post secondary programs CCC has to offer. Peter Negro, Chief Operating Officer of the Illinois Medical District believes CFA has the potential to support the mission of the medical district as a community resource for educational institutions.

Connected Futures Academies (CFA) has/will have conversations with constituents of each of the communities it plans to locate in. Each community where Connected Futures plans to locate will work with a community pastor(s) where applicable. Each campus of CFA will be located in a high need community that has been identified by Chicago Public Schools in need of an Options School, and/or an area where synergies can be developed with business partners (for example the Illinois Medical District). CFA in partnership with the designated faith based community partner will conduct meetings with select elected officials that serve the planned site location. These meetings will be designed to elicit support and input from the community and will be facilitated by elected officials, CPS, and our faith based community partners.

CFA campus 1 will be located in the Illinois Medical District. Illinois Medical District (IMD) is a special-use zoning district just west of the central business district of Chicago, Illinois. It consists of 560 acres of medical research facilities, labs, a biotechnology business incubator, a raw development area, universities, and more than 40 health care related facilities. IMD supports locating Connected Futures Academy’s Allied Health Campus in the district because ofthe potential opportunities for exposing CFA students to employment opportunities in the district. IMD has committed to assist in the development of partnerships with the corporate residents of the district that will facilitate the training and exposure of students to real world opportunities in the Medical field.

CFA Campus 2 in partnership with the Sweetwater Foundation in Englewood will provide an opportunity for CFA students to be exposed to issues of the Green Economy. Campus 2 will support students understanding of urban agriculture, aquaponics, and green construction. By partnering with the Sweetwater Foundation, CFA hopes to catalyze the continued development of the Englewood community through education.

b. Description of Need in Targeted Community: Describe the community (e.g. demographics,

assets, challenges, relevant history, etc.) and the specific population of students that your proposed school intends to serve. Explain and cite evidence of the unique educational needs of the community, parents, and specific population of students (please see p. 2 of the Answer Manual for examples of possible forms of evidence). How does the proposed school align with community needs and expectations, including those voiced by parents and stakeholders during the community engagement process?

If applicable, (e.g. in the case of stakeholder survey data), include evidence in a Parent and

Community Engagement and Support attachment

CFA has developed an educational program designed to engage students that have dropped out or on track to dropping out of high school. In 2009 Chicago Public Schools commissioned a study conducted by the Parthenon Group. The study suggests that CPS needs to 1) develop a strategy to serve off track and out of school youth, 2) Identified communities where the greatest of need for seats (schools) to serve this unique population of students. In June 2013 the Chicago Board of Education heard a presentation from CPS staff presenting the Education Options Strategy.

CFA has based its location selection process on multiple factors:

Community that CPS has determined have a need for new options for educating off-track and out of school youth
Community proximity to a City College of Chicago campus
Community with a concentration of need of low-medium skill employees
Community in need of development support

The initial CFA planned campus location is with the Illinois Medical District. The IMD is an ideal location for a campus focused on employment opportunities in the Allied Health area. The IMD houses two training hospitals and significant other medical related companies. CFA students will be trained right in the center of Health Industry in Chicago, with potential access to needed sites for job shadowing and mentoring opportunities. Also the IMD campus locations proximity to CCC’s Malcolm X Campus is ideal for students taking dual credit / dual enrollment classes.

CFA Campus 2 location is anticipated to be in the Englewood community, where CPS has identified as a high need community for option schools. It is anticipated that inpartnership with the Sweetwater Foundation and Liberation Christian Center, CFA will be part of the planned redevelopment of old Firehouse in Englewood. Liberation Christian Center and its pastor Bishop James Dukes and Emmanuel Pratt of the Sweetwater Foundation have been working to “green” the Englewood community and stem the tide of violence and despair by developing a location that will provide the community with a sense of opportunity and hope. This campus will be close proximity to CCC’s Kennedy King Campus.

CFA Campus 3 location is anticipated to be housed in New Covenant Missionary Baptist Church in the Greater Grand Crossing community. CPS has determined this area as moderate need area for an option school. This location is a backup to the Englewood development, but may quickly emerge as a long term campus due to its proximity to public transportation with easy access to city colleges, Kennedy King and Olive Harvey, as well as Chicago State University.

1.2. Evidence of Parent and Community Support in Targeted Community

a. Evidence of Parent Support in Targeted Community(ies): In the proposal narrative or in the Parent and Community Engagement and Support attachment, provide evidence of support for the proposed school among prospective parents with school-aged children in the proposed community(ies) (please see pp. 2-3 of Answer Manual for a list of recommended types of evidence to gauge parent support).

In a Parent and Community Engagement and Support attachment, include evidence of support for the proposed school among prospective parents.

b. Evidence of Community Stakeholder Support in Targeted Community(ies): Identify

community- and faith-based organizations, leaders, cultural institutions, and/or businesses with which the

Design Team has corresponded and/or that have pledged support for the school. Provide evidence of support from community organizations and stakeholders (please see page 3 of the Answer Manual for examples of appropriate forms of evidence).

In a Parent and Community Engagement and Support attachment, please include evidence of community support for the proposed school.

1.3. Future Plans for Parent and Community Engagement and Partnerships (Once in Operation)

a. Key Community Partnerships: Describe the role of community partnerships that will provide key academic or non-academic services, supports, or opportunities for students throughout the first five years of the school. Explain: (i) the nature, terms, and scope of service of any partnerships (please see page 3 of the Answer Manual for specific information that should be included about each partnership), ii) how such partnerships will further the mission and vision of the school, and iii) who will be responsible for managing and cultivating these partnerships.

In a Parent and Community Engagement and Support attachment, please provide evidence of any partner organization’s commitment.

b. School Involvement in Community: Describe your Design Team’s vision for establishing the school as a pillar in the community once in operation and explain how the school leadership team willexecute this vision. Specifically: (i) Describe any services, resources, programs, or volunteers that theschool will provide for parents/guardians community members once in operation. (iii) If applicable, theparent and community plan should clearly address any community tension that exists surrounding theopening of a new school.

CFA’s community engagement strategy supports its vision to be a vibrant harmonious learning environment that provides culturally relevant training designed to develop real-world social, political and technical skills that ensure success in the surrounding community and the larger world. It provides a focus for all engagement activities, policies and processes to align with CFA’s Mission to offer traditional and distant learning options to a diverse community of high-risk learners that leads to a high school diploma and preparedness for post secondary education options. The overall aim of the Community Engagement Strategy is to support strong, active and inclusive community that is informed and involved in decision-making and enable us to improve education and enhance the quality of life for CFA students.

The objectives below identify how CFA’s vision will ensure that the Community Engagement Strategy delivers an effective and coordinated approach to involvement that benefits the community. CFA will:

strengthen, develop and sustain opportunities for students to influence what happens in their communities
shape and influence the development and delivery of quality education and policies that reflect local needs and priorities
manage and coordinate engagement activities to ensure consistency, quality and partner participation
provide opportunities for participation for all, particularly people and groups that are often left out ofcommunity engagementactivities
listen to communities andensure feedback to participants about the outcomes of consultation and engagement
provide variety and flexibility and choice in communityengagement activities
Listen and learn from our own andothers' experience and share community engagement skills and knowledge of putting the citizen at the heart of decision-making.

A detailed action plan will be developed which sets out how we will achieve our objectives set out above.The action plan will be continually monitored and reviewed to ensure it is a flexible and evolving plan that responds to the changing needs of our community engagement activities.

CFA will include parents, students and community members in its ongoing success:

Regularly ask people what they think about CFA, for example through annual student, parent and teacher surveys.
Consult people about our priorities through residents’ surveys, focus groups and meetings with partners.
Set up committees, where people will be able to take part in consultation and decision-making, including students and their parents.
Encourage and help other organisations and partners to share our approach, so the community understands and support our mission.
Make sure people have a meaningful input into major strategies and plans, such as the student development strategy.
Involve people who often get left out, for instance through forums for economically disadvantage and 16-21 year olds.
Consult with more people online, via websites
Include engagement as part of all our planning
Learn from others and share knowledge about how to include people in decision-making
Train staff, to develop the skills to engage with the community

2Section 2: Academic Capacity

This section should clearly articulate the educational plan for the school and demonstrate the proposedteam’s ability to drive academic success for all students. Responses should provide evidence todemonstrate that the Design Team can successfully open and manage a high-quality school. Answersshould reference requested attachments as appropriate.